Week 8

Assignment #3:

Candidate’s Name: Jingyi Yuan

Grade Level: Grade 2

Title of the Lesson: Reading Fluency

Length of the lesson: 45 minutes

Key Points:

1.      Phonemics

2.      Letters and alphabets

3.      Letter-sound correspondence

Learning Objectives:

1.      Students will learn to make prediction of the reading material through topic.

2.      Students will learn to read independently and increase self-correction rate.

3.      Students will learn to pronounce words contain the same diphthong.

4.      Students will learn to assess themselves.

Sequences of Activities:

5 mins: Before reading, students will have a brainstorming of what the article is going to talk about according to the topic.

5 mins: Students will go over the article for the first time by themselves. Sheet 2-5

10 mins: Introduce high-frequency words and words contain diphthongs “ou, ow, oi, oy” Sheet 1

5 mins: Teacher will read aloud to the whole class.

10 mins: Students will work in pairs and read the article again.

5 mins: Go over the words on sheet 1 again.

5 mins: Read a similar article for assessment. Sheet 6-7

Standards:

Phonics and Word Recognition:

CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Fluency:

CCSS.ELA-LITERACY.RF.2.4  Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.2.4.A  Read grade-level text with purpose and understanding.

CCSS.ELA-LITERACY.RF.2.4.B  Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

CCSS.ELA-LITERACY.RF.2.4.C  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Resources and Materials:

Reading material sheet 1-7

Assessment:

Students will assess themselves on the rubric and teacher will meet with the students to go over the reading and their rubric. Teacher will offer feed-back and grade them with running record.

 

Assignment #1:

• How did the kindergarten teachers, Sheila Owens and John Sinnett, incorporate elements of emergent literacy in their lessons? Which elements were the primary focus of the lessons? 

  Sheila used the word wall to help students practice high frequency words. Students are able to refer it back as a resource, and they use the resource to create new sentences. John Sinnett also used word wall for students to complete the words in a paragraph. Both of the teachers focus on the word in their lessons.

• What part did oral language play in both classrooms? 

In Sheila Owen’s classroom, she had students pointing at what they were reading. In John Sinnett’s classroom, he had students filling out the blanks with reading it aloud. Oral language plays an important role in both classrooms. They practice spelling and oral language at the same time.

• How did each teacher use the Word Wall to support word study? 

    Sheila Owen used the word wall as a resource for students to refer when making a new sentence. John Sinett used the word wall to help students fill out the complete message.

• What were examples of planned, explicit instruction in these excerpts? What were examples of opportunistic instruction? 

    Both teachers planned their instruction that students can build up their own sentence by referring the word wall. Students have opportunities to complete the tasks.

• Both kindergarten teachers used whole-class instruction for their word study lessons. How did it meet the needs of all students? 

In Sheila Owen’s classroom, she called on a student to lead the  

In John Sinett’s classroom, students are given time to think about the answers. Students have opportunities to think by themselves. He called on students and encouraged the rest to check.

Assignment #2：

• How did Charmon Evans and Shari Frost differ in their phonics instruction? Why do you think they used different approaches? 

Chamon Evans showed the students a certain part of a word first and encouraged students to share the words they could come up with. Shari Frost presented the word first and ask students to think about the pronunciation of the part, then she encourages students to think of some other new words related to the part.

• Which principles of phonics instruction were illustrated in these classroom lessons? 

Both of teachers used vowel combination and words that have the same ending for the lessons. Students were encouraged to discover the regular pattern.

• Which lessons seemed to promote more student engagement and motivation? 

Shari Frost’s class seemed to promote more student engagement and motivation because it is an open discussion which everyone could take part in. One thing I like about her class is that she used visual clues to deepen students’ impression and she always gave examples that interested students such as “muggle”.

• Shari Frost used her "Poem of the Week" and Becky Pursley used her "Readers Theater activities" to practice reading accuracy and fluency. How did student performance in the two activities differ? How would you assess the reading fluency of students performing Readers Theater based on the three stages of fluency? 

    In Readers Theater activities, students of different reading levels can work together. Students of the higher level will motivate the students of lower level. Students will build up confidence in the activity. In the poem of the Week, one student pointed out the word and everybody else said it out loud together. In this activity, students cannot be assessed accurately.

• What other activities would you planned to promote reading fluency?

    I will create a classroom library and let my students have their opportunities to choose their favorite books to read. Also I will do share reading with them and raise up some questions about the reading content.